Abstract: In recent years, guilt has gradually become one of the hotspots of psychology as a self-conscious emotion. As a barometer of morality, the developmental characteristics of guilt have great effect upon the individual’s mental health. In this research, the developmental characteristics of junior high school students’ guilt and the influence of guilt on their fair behavior were investigated. First of all, the guilt scenario stories were collected and verified from two groups which were randomly selected from junior high school students (90 in group 1, 107 in group 2) as the measure materials for developmental characteristics of guilt in the following study. The materials included two kinds of scenario (family vs. peer) and each scenario contained three stories. Following each story, there were five questions which intended to find out the developmental characteristics of junior high school students’ guilt. After a series of tests, we found that the measure materials’ content validity was 0.81 and its internal consistency coefficient was 0.86. All of them indicated that the questionnaire of guilt had good reliability and validity and it could be used as measure tool of the following study. Then in study 1, the guilt scenario stories which had been collected and verified were used to investigate the developmental characteristics of guilt of 335 junior high school children from 7-9 grades. The results were as follows: The score of junior high school children’s guilt showed a gradually decreasing trend with the growth of grade, M=4.43, SD=.62; M=4.37, SD=.59; M=4.30, SD=.51. The score of guilt of girls was significantly higher than boys, F(1,317)=14.37, p=.000＜.001, η2=.04. The score of guilt without judgment was significantly higher than that with the judgment of teachers. The score of guilt in the family scenario was significantly higher than that in the peer scenario. Both the score of guilt without judgment and with peer judgment in the family scenario were significantly higher than that in the peer scenario. In study 2, we used dictator game to explore fair behavior of 120 junior high school children (evenly divided between boys and girls), with situation and emotional state as independent variables. The results were as follows: The score of guilt of the emotional arousal group was significantly higher than that of the control group, t(1,118)=-9.86, p=.000＜.001, 1-β=.99. It meant that the guilt emotional arousal method was effective. In the guilt arousal group, the number of tokens that junior high school students assigned to the partner was more than that to themselves in two person situation, but there was not significant difference in the control group. The number of tokens that they assigned to the partner, to themselves and to the third person was decreasing in turn in three person situation, but there was not significant difference from the control group. The research shows that junior high school students’ guilt can promote their fair behavior in two person situation, but it has not significant influence on their fair behavior in three person situation.

Key words: junior high school students, guilt, fair behavior, dictator game, development

摘要： 为探讨初中生内疚情绪体验的发展特点及其对公平行为的影响，研究1采用自编的初中生内疚情绪体验情境问卷，对335名七、八、九年级初中生的内疚情绪体验特点进行测查，研究2采用独裁者博弈游戏研究范式，考察了120名初中生的内疚情绪体验对不同情境中公平行为的影响，结果表明：初中生的内疚情绪体验随年级的增长而降低，且在性别、他人评价、情境类型以及情境类型与他人评价的交互作用上存在显著差异。在内疚情绪唤醒状态下，初中生在两人情境中分配给搭档的代币数显著高于分配给自己的代币数；初中生在三人情境中分配代币的数量依次从分配给搭档、自己和第三人而递减，但与控制组没有显著差异。研究说明初中生的内疚情绪体验对两人情境中的公平行为有积极影响，而对三人情境中的公平行为没有显著影响。

关键词: 初中生, 内疚, 公平行为, 独裁者博弈, 发展